Teaching Lab All Partners Report: Matched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 34 educators who completed the diagnostic survey, 31 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 69% −3% 67%
Recognition of race & culture 43% 37% −6% 35%
Holding growth mindsets 54% 58% 5% 63%
Having high expectations and beliefs 100% 89% −12% 81%
Taking accountability for equitable instruction 95% 91% −4% 82%

1 Note: The number of observations varies between items from 31 to 34

2 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 66% 0% 62%
Trust in fellow teachers 93% 73% −20% 65%
Connectedness to fellow teachers 69% 87% 18% 76%
Have influence over professional learning 31% 33% 2% 44%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 69% 70% 1% 62%

1 Note: The number of observations varies between items from 30 to 29

2 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 73% 3% 22%
ELA instructional shifts 72% 74% 2% 22%
Fluency 56% 50% −6% 15%
Text complexity 78% 86% 8% 25%
Close reading 70% 74% 4% 22%
Building knowledge 60% 75% 15% 22%
Supporting students with unfinished learning 82% 82% 0% 24%

1 Note: The number of observations varies between items from 10 to 10

2 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 61% 62% 2% 46%
Math instructional shifts 55% 55% 1% 42%
Equitable Math Instruction 71% 74% 4% 53%
Supporting students with unfinished learning 63% 72% 10% 53%
Effective Teaching Practices 58% 53% −5% 41%

1 Note: The number of observations varies between items from 24 to 24

2 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 100% 75% −25% 9%
Whether the lesson is focused on a high-quality text or task 100% 75% −25% 9%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 75% −25% 9%
Whether all students have opportunities to engage in the work of the lesson 100% 75% −25% 9%

1 Note: The number of observations varies between items from 4 to 5

2 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 75% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 50% 0%
All students have opportunities to engage in the work of the lesson 50% 0%

1 n = 4

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 7

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"Being able hear and see(Jamboard) that what we see in the
elementary school is seen at the middle and high level. So,
that collaborative piece allows for an overall BIG picture
of sorts of where our attention as a whole needs to be
focused."

"sharing in breakout rooms helped me to recall the many
learning experiences and takeaways from the past year."

"Our breakout rooms were very engaging, and I liked that
all of the teachers in my breakout room were from different
schools."

"I think the moodle platform was excellent in getting
us primed. I also like from the outset that there was
a strictness about turning in assignments and attending
sessions, this created a respect and seriousness for
everyone's time and we all benefited from it. I love that I
worked with the same grade level from other schools. Timing
and pacing was great."

"I think the modules went very well. The class break outs
were useful to get others ideas, however other teachers
didn't seem as prepared as others which made things
difficult."

"I think the course contenthas gained the students attention.
It is vital that they are interested in the material"

"Exploring materials, having group discussions in breakout
rooms and having a chance to create a vision and work at our
own pace."

"The lengthy breakout room conversations were very helpful.
I always gain lots of insight and resources from the other
educators in the program."

"Links to materials seemed clearest today of all sessions so
far. This session felt more tightly aligned within itself
today than others have."

"The time to discuss both in large group and small breakout
groups how we are going to implement ALL Block during the
'20-'21 school year."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"I really didn't need the lunch break and would have been ok
with just ending at 12:30 without a lunch break. Some of the
breakout instructions were a little unclear, especially for
the last breakout. However, I appreciated the availability
of the facilitators if we needed more support."

"Videos are my best learning tools- maybe something more
interactive to show your learning"

"The; there were technology glitches and the surveys and
time cards did not include my district; that includes this
survey."

"More direction and modeling re. annotating appropriately.
The examples were too small to read and no discussion or
modeling was included"

"Just wish that we had a bit more time for the asynchronous
work today. I worked right up until our return time while
eating and did not really get a break today."

"I think the only thing that I would try to improve is
to have a folder where all the materials are rather than
having to download everything then upload it back to
the assignments. There is a lot of valuable, meaningful
information here that I'd like to share with the teachers
but having to download the videos and documents one by one
will be time consuming for me. I want it all!"

"More time in the breakout rooms. Also perhaps providing
a document to do while in the breakout rooms to refer to
because we sometimes forgot the questions"

"seeing a click of this activity being implemented within and
actual class to demonstrate how to manage within small time
window."

"more information on how to implement this curriculum
virtually. many activities are hands on which is amazing for
special education - but if we are finding ourselves fully
remote - this may be difficult to implement at its fullest
potential."

"I should have made a hard copy of the note-catcher. Moving
from one screen to the other as I worked made me addled.
This was my failure to prepare."

Additional Comments
Quotes from "Do you have additional comments?"

"I had to switch to cohort 2 with Christi Denning. I strongly
agree that you facilitated the content clearly and she built
a community of learners."

"It was 3 facilitators: Meredith Starks would receive the
same rating as the other 2 facilitators. They did a great
job!"

"Can we get a specific list in Schoology (with links) of the
documents that we should be including in our portfolio?"

"I hope to participate in this type of course again because
it was well -structured and engaging. We need more equity in
teaching and the world really."

"no...I am pretty upset that I had to complete this again
just to check off the box in Moodle"

"The skills block went much better than the Module bootcamp.
It was much more organized and I feel like I actually
learned how to TEACH this in my classroom."

"I taught GB last year, but did not have the introductory
boot camp until this one. This made all the difference.
Oddly though, the content of these sessions made more sense
because I did already have experience with GBs."

"The training is definitely beneficial for all teachers
regardless of one's years of experience."

"I just want to give a shout out to Adrienne and Justin for
doing a fantastic job."

"general feedback... we had a common feeling that sometimes
there was way too much info being pushed out in one session.
And.. you keep referring to 9 days... but it honestly was a
year of working... it was much more than the 9 days we were
together, it was the work we did behind the scenes and with
our teachers over the year."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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